An Experimental Study of the Relative Pedagogical Effectiveness of Videotape and Audiotape Playback of Student Speeches for Self-Analysis in a Basic Speech Course. Final Report.

Mulac, Anthony John

To test the relative pedagogical value of electronic feedback within the Eastern Michigan University's fundamentals of speech program, the following general hypothesis was established: the greater the completeness and accuracy of student speech performance feedback, the greater the degree of speech skill a student sill later exhibit. Feedback was defined as any consequence or result of performance that is perceived by the learner. Behaviorally, three levels of feedback were seen: videotape replay of two class performances with traditional (class and instructor) feedback for all performances; audiotape replay of two class performances with traditional feedback for all performances; no electronic replay of any class performances but with traditional feedback for all performances. Videotapes of three other speakers were viewed. Native speech skill and improvement were measured by nine evaluators who viewed videotapes of the first and final speeches made by all students. Analysis indicated that subjects who viewed videotapes of two of their class performances demonstrated significantly greater overall speech skill and bodily action, personality, language, and voice skills than the other two groups between whom there were no significant statistical differences. [Photographs in Appendix 2 have been deleted due to poor reproductibility]. (MM)